addressing responsivity issues with criminal justice ...addressing responsivity issues with criminal...
TRANSCRIPT
11/23/2015
1
Addressing Responsivity Issues with Criminal Justice-Involved Native Americans
Faculty:
Ada Pecos Melton, American Indian Development Associates, LLC
Kimberly Cobb, American Probation and Parole Association
Adrienne Lindsey, Arizona State University, Center for Applied Behavioral Health Policy
R. Brian Colgan, Supervisory United States Probation Officer, District of Arizona
David J. Melton, American Indian Development Associates, LLC
Live Broadcast: November 19, 2015
This webinar is being presented today with
funds from the Bureau of Justice Assistance.
This webinar is funded by Grant No. 2012-IP-BX-K003 awarded by the Bureau of Justice Assistance. The Bureau of Justice
Assistance is a component of the Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National
Institute of Justice, the Office of Juvenile Justice & Delinquency Prevention, the Office of Victims of Crime, and the Office of Sex
Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Points of views or opinions in this webinar are those of
the presenter and not necessarily reflective of the position or policies of the U.S. Department of Justice.
11/23/2015
2
If you have a question,
you can submit that via
the question feature.
Simply type in your
question here
Responsivity Issues Kimberly Cobb
American Probation and Parole Association
11/23/2015
3
Risk, Need & Responsivity
(RNR) Issues Affecting Native
Americans
Lack of Indian-specific risk and needs assessment tools. To date, there has not been a risk and need tool validated or normed for NA populations.
Programs incorporating culture or built upon cultural values, methods, or practices have not received sufficient evaluation to be considered evidence-based practices (EBP).
Limited inclusion of criminal justice-involved NA individuals in studies.
General risk and need assessment tools are not created for subpopulations.
Limitations with case planning and interventions due to cultural knowledge and awareness
Native American (NA) offenders
are involved in criminal and
juvenile justice systems handled by
tribal, county, state, and federal
agencies.
Therefore several levels of justice
practitioners, administrators, and
policy makers come into contact
with NA supervisees at various
stages of the criminal or juvenile
justice system.
The Responsivity Principle: (How)
refers to targeting interventions and services according to each
individual offender.
What is Responsivity?
11/23/2015
4
1. Offender character traits
2. Traits of the individual working with
the offender
3. The program components
Three Kinds of Responsivity
Google: “Federal Probation Journal”
11/23/2015
5
GENERAL RESPONSIVITY: The use of
programs/services that have been demonstrated by
research to work with justice involved individuals as a
group.
51%
YES
Many of the respondents who believed there are
prominent responsivity factors for AI/AN populations
indicated that when programs and services are
tied to the culture or spiritual beliefs of their
tribe, the interventions are more successful
Many respondents stated that officers and programs
that are knowledgeable about the role of families,
ceremonies, communication styles, and tribal
history helps to build trust with AI/AN
individuals on their caseloads and allows them to
work together to identify programs to meet their
needs.
19%
No
Individuality should be considered when
recommending services and interventions—
no matter what race, religion, or creed.
“The Native American population is not well-
represented in the research. We use Cognitive
Behavioral Interventions, which are shown to
work in general. We can intuitively say, based on
our experiences and the available research, that
we believe it works for Native Americans;
however, there is not enough research to
say that conclusively.”
GENERAL RESPONSIVITY: The use of
programs/services that have been demonstrated by
research to work with justice involved individuals as a
group.
11/23/2015
6
Specific Responsivity: Refers to individual, personal
factors that can enhance the treatment response.
60%
YES
• Connection to the tribe
• Live on/off reservation
• Involvement in/connection to:
-Ceremonies
-Spiritual beliefs
-Family involvement
• Generational alcohol/SAB
• Lack of trust
• Communication styles
• Historical trauma
• Fetal Alcohol Syndrome
• Transportation issues
• Lack of employment/educational
opportunities
Using
Core Correctional Practices
to Build Engagement
Brian Colgan
Supervisory United States Probation Officer
District of Arizona
11/23/2015
7
Operationally, Responsivity is:
“Responsivity is about how we
promote client engagement and
client learning most efficiently and
effectively.” Bourgon & Bonta (2014)
Adapted from Bourgon & Bonta, 2014
Change requires Learning
Learning requires Engagement
Engagement requires a Relationship
No Relationship, No Engagement
No Engagement, No Learning
No Learning, No Change
11/23/2015
8
What we can do to improve?
Holsinger, et al. (2006)
Added significance of the one-to-one contacts
officers have with Justice-Involved Native
Americans
“… extra care needs to be given to”:
• Relationship Building
• Communication Styles
• Understanding Culture & Terminology
What is Culture?
“The attitudes and behavioral characteristics of a
particular group.” (adapted from the on-line
Oxford dictionary)
• Roles
• Expectations
• Boundaries
• Frame of Reference
11/23/2015
9
What can I do to
build effective relationships?
Core Correctional Practices
Andrews (1979), Andrews & Kiessling (1980)
• STICS (Bonta, et al.)
• WWICs (Trotter)
• EPICS (University of Cincinnati)
• STARR (U.S. Courts)
• EPCIS II (Lowenkamp et al.)
• IBIS (Lowenkamp & Koutsenok)
• PCS (Taxman)
11/23/2015
10
Core Correctional Practices
Relationships are characterized by:
• Warmth
• Empathy
• Enthusiastic, non-blaming
communication
Andrews (1979), Andrews & Kiessling (1980)
Core Correctional Practices
Consider this (for CJ individuals):
“Research suggests that when a relationship between an
officer and client is characterized as caring, warm, and
enthusiastic, combined with respect, fairness and trust,
the relationship can reduce the likelihood of recidivism
(Dowden & Andrews 2004; Kennealy, Skeem, Louden &
Manchak, 2012)” from Chadwick, Dewolf & Serin 2015
11/23/2015
11
Core Correctional Practices
Structuring characterized by:
• Effective Reinforcement
• Problem Solving
• Pro-social modeling
• Skill building
Andrews (1979), Andrews & Kiessling (1980)
What we can do to improve?
Holsinger, et al. (2006)
Added significance of the one to one contacts
officers have with Justice Involved Native
Americans
“… extra care needs to be given to”:
• Relationship Building
• Communication Styles
• Understanding Culture & Terminology
11/23/2015
12
Role Clarification
The research suggests that role
clarification should be viewed as one of
the key skills in working with involuntary
clients.
(Shulman 1991; Jones & Alcabes 1993; Andrews & Bonta 2010; Trotter 2004,
2013)
11/23/2015
13
Role Clarification
“Outcomes are improved for
involuntary clients when workers focus on
helping them to understand the roles of the
worker and the client ….”
Trotter (1996)
Polling Question
11/23/2015
14
Role Clarification
Involves ongoing discussions about:
• The purpose of supervision
• The person’s goals (what they hope to
accomplish)
• The dual roll of the officer
-Boundaries
-Assistance
• How the officer’s authority will be used
• Confidentiality
Trotter (1996) Trotter, McIvor & Sheehan (2012)
Role Clarification (STARR)
1. Identify the agency’s goals. (ASK)
2. ASK them what they hope to accomplish
on supervision & beyond.
3. Identify what you hope to accomplish. (ASK)
4. Define the supervision process: what is
negotiable & non-negotiable; the roles
of those involved. (ASK)
5. Identify & discuss confidentiality. (ASK)
11/23/2015
15
Role Clarification
“… we found that a worker's focus on
the potential consequences of not
complying with conditions of a court
order was often related to poor
outcomes”
Trotter (1996); Trotter, McIvor & Sheehan (2012)
Role Clarification
“On the other hand, helping clients to
understand the purpose of the
intervention and what was negotiable
and not negotiable was related to
good outcomes.”
Trotter (1996); Trotter, McIvor & Sheehan (2012)
11/23/2015
16
Role Clarification (STARR)
1. Identify the agency’s goals. (ASK)
2. ASK them what they hope to
accomplish on supervision & beyond.
3. Identify what you hope to accomplish. (ASK)
4. Define the supervision process: what is
negotiable & non-negotiable; the roles
of those involved. (ASK)
5. Identify & discuss confidentiality. (ASK)
What we can do to improve?
Holsinger, et al. (2006)
Added significance of the one to one contacts
officers have with Justice Involved Native
Americans
“… extra care needs to be given to”:
• Relationship Building
• Communication Styles
• Understanding Culture & Terminology
11/23/2015
17
Motivational Interviewing for
Criminal-Justice Involved Native
Americans Adrienne Lindsey
Arizona State University
Center for Applied Behavioral Health Policy
Polling Question
11/23/2015
18
Why Motivational Interviewing?
180 RCTs demonstrating its effectiveness (Hettema, Steele,
& Miller, 2005; Rubak, Sandbaek, Lauritzen, & Christensen,
2005)
cultural congruence: respecting one’s autonomy
avoiding confrontation
emphasis on listening
focus on respect
demonstrated effectiveness with NAs in the areas of:
smoking cessation, reductions in alcohol consumption,
increasing HIV testing, reduction in fetal alcohol syndrome
rates (Daley at al., 2010; Foley et al., 2005; May et al., 2009;
Woodall et al., 2007)
Stronger effect with NA clients (.79) than White/Caucasian
clients (.26) (Hettema, Steele, & Miller, 2005)
MI with Criminal Justice
Populations
Review of 13 peer-reviewed MI studies with offenders and
6 dissertations
10 RCTs
Change goals: reducing substance abuse, DV, and/or recidivism
Results:
Study participants improved their motivation/readiness to
change in 8/10 studies that measured that variable
Study participants reduced their substance use in 3/4
studies measuring that variable
(McMurran, 2009)
11/23/2015
19
MI with Criminal Justice
Populations (cont’d)
Sample: male & female probationers, most with alcohol/drug-
related charges
Compared officers using an MI style versus usual supervision
style
Treatment group demonstrated significant improvements in :
-Criminal thinking
-Anticipating rearrest/reincarceration
-Perceived personal/life problems
Significant reduction in alcohol/drug scores on problem
inventory for MI group compared to control group
(Harper & Hardy, 2000)
Types of MI Learning
Randomized control trial comparing types of MI
learning, conducted by Bill Miller & Terri Moyers
Percentage of professionals/providers using MI after
various forms of training (n=140): Manual only: 22%
Workshop only: 37%
Workshop and feedback (on a work sample): 60%
Workshop and coaching: 60%
Workshop + coaching + feedback: 78%
(Miller, Yahne, Martinez, Moyers, & Pirritano, 2004)
11/23/2015
20
Next Steps
1) Participate in an MI training/workshop(s)
2) Submit work samples to a supervisor
or in-house MI coach (alternative: live observation)
3) Participate in ongoing MI supervision
Additional MI Resources
Native American Motivational Interviewing:
A Manual for Counselors in Native
American Communities
http://casaa.unm.edu/download/nami.pdf
Enhancing Motivation for Change: A
Learner’s Manual for the American
Indian/Alaskan Native Counselor
http://www.oneskycenter.org/wpcontent/
uploads/2014/03/AmericanIndianTrainers
GuidetoMotivational
Interviewing.pdf
11/23/2015
21
Ada Pecos Melton
American Indian Development Associates, LLC
Cultural
Aspects of
Response
Systems &
Programming
Culturally Competent Approach
Honor Cultural and Tribal Based Strengths
Responsive Interventions
Respect, Value and Use Cultural
Resources
Culturally Defined
Strategies
Culturally Informed
Enabling Public Policies
11/23/2015
22
Importance of Culture Working with
Tribal Clients Programs incorporate
cultural or tribal based
elements to: Heighten awareness Responsivity factors Unique factors Costs Effective
Cultural programming
presents opportunities: Cultural education, awareness,
& skill building
Use community-based resources
Address infringement of cultural rights and privileges
Use of culture provides:
Support that Individuals are
familiar with,
Address issues that
conventional interventions
can’t
Increases grounding and
connectedness that some
people may need to make
changes in other aspects of
their lives
Differences of Evidence-Based Practice
(EBP) and Practice-Based Evidence(PBE)
Evidence-Based Practice Decisions are made based on
research studies or program
evaluations
Research & evaluation studies
are selected and interpreted
according to specific EBP
norms or characteristics.
Practice-Based Evidence
Programs incorporating culture
have not been evaluated
enough to be considered
evidence-based practices.
Cultural practices often
referred to being around since
time-immemorial, results can
be seen, but changes haven’t
been measured.
With out the EBP mark, programs are considered
to lack credibility and shouldn’t be replicated.
11/23/2015
23
Differences of Evidence-Based Practice and
Practice-Based Evidence
Evidence-Based
Practice
These norms disregard
theoretical and
qualitative studies and
consider quantitative
studies according to a
narrow set of criteria of
what counts as evidence.
Practice-Based
Evidence
PBE refers to methods
and/or approaches that
have longstanding usage,
but that have not been
formally evaluated or
researched.
For example tribal or
culture-based methods for
peacekeeping or
peacemaking, healing
ceremonies.
Differences of Evidence-Based Practice
and Practice-Based Evidence
Evidence-Based Practice
EBP tend to be policy or
programs proven to
influence positive change
behavior.
Tend to be the gold
standard for program
evaluation and
replication.
Policies or programs
may or may not fit
within tribal contexts.
Practice-Based Evidence
Locally defined PBE builds on
Tribe’s cultural knowledge,
beliefs, traditions and
practices and identifies the
most appropriate ways for
use in program strategies.
Tribal protocols may also
apply, i.e., oral tradition for
obtaining help, family spokes
persons, traditional payment,
etc.
11/23/2015
24
Access to Cultural Information
CULTURAL INFORMATION
SOURCES Cultural Experts
Oral Traditions
Written History
Elders Knowledge &
Wisdom
Borrowing from other Tribes
Application and Use of Culture
Teaching Tribal Basics and
Tribal life ways
• Knowledge skills and
abilities one needs to
have in order to feel
connected to ones tribe
Teaching core values
• Tribal life ways, through
arts and literature
Spirituality and Healing
• Ceremonies and
practice
• Traditional counseling
Traditional Ways of
Protecting Oneself
• Traditional
encouragement
• Traditional advisement
11/23/2015
25
Challenges to Incorporating Culture
Access to cultural
experts,
practitioners
Time & resources
constraints
Competing
interests
Cultural
competence
Cultural
differences
System Readiness
Enabling policies and procedures
Culturally Informed staff
Intergovernmental relationships
Cultural fidelity
Outreach & Involvement
Being informed about cultural
programming by tribal programs.
Personal interaction when asking
tribal experts, practitioners, etc.
to share their cultural
knowledge.
Programmatic Role of Culture
Culture has a significant role in
administering tribal justice programs and
services on four levels.
1. Knowledgeable program staff.
2. Clients level of cultural competence or proficiency needs to be assessed and services provided accordingly.
3. Interventions and programs need to promote both in order to adequately address individual needs and determine the most appropriate course of action.
4. Programs need to incorporate interventions and remedies that reflect the culture of the tribe being served.
11/23/2015
26
Ongoing Cultural Guidance
• Building ongoing strategies to guide program design, development and implementation.
• Individuals that are not from the Tribe provide services to tribal citizens; as a result, providers need guidance from culturally informed tribal experts.
• It is helpful to have concurrence from recognized tribal experts to ensure cultural appropriateness or validity in programs.
• Having a protocol for setting up short-term work groups, put in place just long enough to design a component or complete a task.
TRIBAL
COMMUNITY
PROFILE
Tribal Demographics
Population, land, location
Economic Factors
Jobs, housing, education
Government Structure
Constitutional, tradition, village
Leadership Structure
Elections, appointments, titles
Justice System
Jurisdiction, court, law
enforcement, corrections
Allied Services
Victim services, Behavioral &
Health, Tx Options
Cultural based resources
Spiritual, ceremonies, arts
A community
profile provides
information to
help gain
understanding
about the
environment in
which tribal
individuals live.
11/23/2015
27
Program Guidelines
1. Protocols for consultation with governmental and
community level groups.
2. Cultural guidance protocols to maintain ongoing input
and advice.
3. Policies and procedures to guide staff.
4. Specific program components that outline the cultural
features, target population to be served, what will be
done, the dosage, and frequency.
5. Adaptations of another Tribe or ethnic group’s culture-
based program or practice should begin with validating
their relevance and appropriateness to use in the local
program.
6. Sustainability strategies should be included in the plan to
ensure continuance of ongoing and new cultural-based
programming.
Cultural Programming Expectations
• Increase collaborative planning for culturally
germane services and programs.
• Increase service collaboration among tribal and
community-based cultural resources such as spiritual
leaders and other cultural experts.
• Increase knowledge and use of tribal culture to
reduce behavioral problems during and after
confinement.
• Institutionalize culturally relevant and appropriate
programs for services and programs.
• Increase in human capitol to provide cultural
programming.
11/23/2015
28
• This webinar has been recorded and will be available for future viewing in a few days.
• The PowerPoint materials will be made available along with the link to the recorded webinar.
• If you have any follow up questions, please contact:
Kim Cobb, APPA Phone: 859/244-8015 Email: [email protected]